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					                                               Boston College

The Office for Institutional Diversity

Boston College’s Office for Institutional Diversity (OID) was established in the spring of 2004 as the
successor to the Office of Affirmative Action, which was itself established in September 1971 and was
one of the first of its kind in the nation. In establishing the OID, the University signaled its commitment
to redirect and strengthen its efforts in the area of diversity. Its overarching goal is to make diversity a
way of life at Boston College, thereby helping members of the campus community live out their Jesuit
Catholic heritage more fully, while recognizing diversity as a conduit to create a competitive advantage
for the University. This goal is reflected in their mission statement.

Six Major Objectives:

    1.   Developing a strategic plan for diversity.
    2.   Increasing faculty and staff diversity.
    3.   Managing diversity.
    4.   Leveraging diversity as a resource.
    5.   Fostering an organizational culture and climate that fully welcomes diversity.
    6.   Developing an organizational structure to support diversity.

Mission Statement

In support of the University and its goals, the mission of the Office for Institutional Diversity is to
facilitate efforts to advance and sustain an organizational culture and climate that fully welcomes
diversity and inclusiveness for all members of the Boston College community. Our objective, through
effective management of our diversity, is to use it to create a competitive advantage for the University,
and at the same time to help us live out the social justice imperatives inherent in our Jesuit and Catholic
heritage. Officers of the University and all Deans, Directors, Department Heads, and Managers are
responsible and accountable for the proactive implementation of our diversity mission and are expected
to exercise leadership towards its achievement.
Staff:

         Executive Director
         Associate Director
         Administrative Assistant

Location

The Office for Institutional Diversity is located in Human Resources on the top floor of More Hall, which
is just off Commonwealth Avenue in the northeast section of the main campus.



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Programs, Resources, and Events

Events

The Inaugural Celebration of Hispanic Heritage Month at Boston College -
September 15 - October 15
Celebrations are taking place across the country to recognize the independence, culture and traditions
of U.S. residents who trace their roots to Spain, Mexico, and the Spanish-speaking nations of Central
America, South America, and the Caribbean. The Hispanic Heritage Month planning committee at BC
is sponsoring "Latino Americans: Our Rich Culture Contributing to America's Future." For a full list of the
month's events visit the UGBC Hispanic Heritage Month website.

         AHANA Student Events Calendar

         Boston College Events Calendar -find out what is going on campus

Programs

         Women in Science and Technology Program

         Benjamin E. Mays Mentoring Program

         University Affiliates Program

         Diversity Programs

         Employee Development Programs

         Archbishop Oscar A. Romero Scholarship

         Asian American Scholarship

         Martin Luther King, Jr. Scholarship

         Ronald E. McNair Post Baccalaureate Achievement Program

         John A. Dinneen, S. J. Hispanic Alumni Community Service award and Nomination Form

Resources
 Boston College Affinity Groups:

    o    APIE - Asian, Pacific Islander Employees

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    o   BFSAA - Black Faculty, Staff and Administrators Association

    o   L@BC - Latino/as at Boston College

    o   LGFSAA - Lesbian and Gay Faculty, Staff and Administrators Association
    o   Women's Collaborative - informal network of women sharing experiences and resources, career
        and family concerns, and a desire for a collective voice in the BC community. Meets
        monthly. Contact: Carolyn Bargoot bargoot@bc.edu

    o   Tuesday's Women - gathering of Catholic women (students, staff, senior administrators...) who
        share experiences and talk about gender-related issues, specifically in the Church. Contact:
        Shelia McMahon sheila.mcmahon.1@bc.edu
Women's Resource Center - located in McElroy 141 and is a space for all students, faculty and staff at
BC. The WRC coordinates speakers, lunchtime discussions, and programs throughout the year for the BC
community.

                              s
 For Students with Disabilitie:

    o   Student Grievance Procedure for Students with Disabilities - Grievance policy for students with
        disabilities subjected to discrimination under any University program or activity.

    o   Science Careers: Opening Doors for Scientist with Disabilities
    o   Dean for Students Office at Boston College Law School - accommodations for students with
        physical limitations and learning challenges

    o Disability Services Office, Office of the Dean for Student Development
Student Intercultural Clubs

Job Opportunities at Boston College

General Diversity Reading Material

 For Faculty:

    o   Faculty Openings

    o   Faculty Diversity Reading Material


The university strategic plan can be found at http://www.bc.edu/sites/strategic-plan/.

Demographics:

Size:

        Total undergrads: 9060


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       First-time degree-seeking freshmen: 2167

       Degree-seeking undergrads: 9060

       Graduate enrollment: 4027

Student Body:

       <1% American Indian/Alaskan Native

       10% Asian/Pacific Islander

       6% Black/Non-Hispanic

       7% Hispanic

       66% White/Non-Hispanic

       5% Non-Resident Alien

       7% Race/ethnicity unreported




                                                  4
                                           Boston University

The Council on Diversity and Inclusion

Boston University's Council on Diversity and Inclusion was established in 2006 to help lead the
University's efforts to develop and sustain an institutional environment that attracts and supports a
diverse faculty to our campuses in order to offer exceptional educational opportunities to our students.
The Council will work with the Faculty Council, the leadership of our schools and colleges, the
department chairpersons, and the senior administration to help the university create this environment.

Among the issues that the Council will address are the following:

         Advise the University on how best to insure that salaries, promotions and leadership
         opportunities are given to all faculty equitably on the basis of merit.
         Examine the policies and processes for faculty hiring and promotion at Boston University and
         make recommendations on how to improve faculty procedures to enhance the recruitment and
         retention of women and minority candidates.
         Recommend programs and policies that are sensitive to the need to balance an academic career
         with family life.

Staff:

         Provost David K. Campbell
         Council on Faculty Diversity and Inclusion

Location

The Council has no physical location; however, it is overseen by the Office of the Provost.

Resources:

         Results from the Faculty Climate Survey
         Contact the Council
         Council's Statement on Diversity
         Diversity Links
         Downloads
             o Faculty search guide
             o Legal and illegal pre-employment inquiries
             o Reviewing applicants: Research on Bias and Assumptions

Statement on Diversity

Boston University is committed to fostering a diverse University community, where differing views can
be expressed freely within a supportive and respectful environment. We believe that faculty diversity is
essential to our success as a leading research university with a global reach, and that diversity is an
integral component of faculty excellence. Diversity is multidimensional and may encompass life


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experience, gender, sexual orientation, race, national origin, ethnicity, physical ability, spiritual beliefs,
and intellectual approach. As students and faculty engage and are challenged by one another, diverse
perspectives will enhance the quality of intellectual exchange and the creation of knowledge.

A university that develops and sustains a diverse community must support the varying needs of
community members so that they can participate in university life to their fullest capacities and with
wholehearted dedication. Faculty, staff and students need to feel respected and valued for who they are
and the talents they bring to their work. Respect for a diverse faculty includes respect for all aspects of
faculty identities including their community, family, and religious roles, as well as faculty roles and
identities as scholars and teachers. A university that fosters diversity must support the quality of life of
its faculty members in order to maximize their productivity and the caliber of their scholarship and
intellectual contributions. The University is committed to providing opportunities for professional
advancement and leadership roles to its faculty that reflect and sustain the values of diversity and
inclusion.

Faculty members wishing to communicate with the Council may use the button below.

Comments can be made to an open forum shared by other participating faculty or made privately to the
Council. In addition, comments to the Council can be made anonymously.

Statement on Diversity

Boston University is committed to fostering a diverse University community, where differing views can
be expressed freely within a supportive and respectful environment. We believe that faculty diversity is
essential to our success as a leading research university with a global reach, and that diversity is an
integral component of faculty excellence. Diversity is multidimensional and may encompass life
experience, gender, sexual orientation, race, national origin, ethnicity, physical ability, spiritual beliefs,
and intellectual approach. As students and faculty engage and are challenged by one another, diverse
perspectives will enhance the quality of intellectual exchange and the creation of knowledge.

A university that develops and sustains a diverse community must support the varying needs of
community members so that they can participate in university life to their fullest capacities and with
wholehearted dedication. Faculty, staff and students need to feel respected and valued for who they are
and the talents they bring to their work. Respect for a diverse faculty includes respect for all aspects of
faculty identities including their community, family, and religious roles, as well as faculty roles and
identities as scholars and teachers. A university that fosters diversity must support the quality of life of
its faculty members in order to maximize their productivity and the caliber of their scholarship and
intellectual contributions. The University is committed to providing opportunities for professional
advancement and leadership roles to its faculty that reflect and sustain the values of diversity and
inclusion.

Faculty members wishing to communicate with the Council may use the button below.

Comments can be made to an open forum shared by other participating faculty or made privately to the
Council. In addition, comments to the Council can be made anonymously.




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The university strategic plan can be found at http://www.bu.edu/president/strategic-plan/ and
specifically addresses diversity as a goal in two sections, “Where We Are Today” and “The Point of
Departure”.

Demographics:

Size:

        Total undergrads: 18,534

        First-time degree-seeking freshmen: 4131

        Degree-seeking undergrads: 16,474

        Graduate enrollment: 11,002

Student Body:

        <1% American Indian/Alaskan Native

        14% Asian/Pacific Islander

        3% Black/Non-Hispanic

        7% Hispanic

        43% White/Non-Hispanic

        10% Non-Resident Alien

        23% Race/ethnicity unreported




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                                            Brown University

The Office of Institutional Diversity

Mission:

In 2003, President Ruth J. Simmons created the Office of Institutional Diversity (OID) to provide
leadership for the formulation and oversight of policies related to pluralism and equity, and initiate
programs and practices that promote diversity, inclusion and fair treatment of all members of the
community. The associate provost and director of institutional diversity leads the work in OID.

The Office of Equal Employment Opportunity and Affirmative Action (EEO/AA) is part of the OID. It
provides services related to affirmative action; equal employment opportunity; sexual harassment
awareness and prevention; faculty and staff employment disability management; and complaint
resolution.

Philosophy:

Diversity is the foundation of the academic enterprise. Exposure to a broad range of perspectives, views
and outlooks is key to fostering both breadth and depth in intellectual knowledge.

Diversity policies and programs at Brown are designed to: (1) redress historical patterns of exclusion and
(2) foster opportunities to embrace the greatest mix of ideas, opinions, and beliefs so important to the
achievement of academic excellence. Accordingly, the term diversity is used at Brown in the broadest
sense to encompass many things such as race, color, religion, age, national and ethnicity origin, disability,
status as a veteran, language, socio-economic background, sex, sexual orientation, gender identity,
gender expression, political ideology, theoretical approach and the list can go on. It is through the
interaction among individuals from a diverse set of experiences, histories and backgrounds that true
intellectual diversity is achieved.

At Brown, we seek to achieve diversity in our living, learning and working environments by placing
emphasis on the recruitment and retention of students, faculty and staff from a wide range of
backgrounds and experiences. We also work to ensure diversity in our curricular and co-curricular
offerings, and we invest in the structural supports needed to manage our lively, provocative, and
stimulating community

Staff

        Associate Provost and Director of Institutional Diversity
        Data Analyst/Executive Assistant
        Director of Disability Support Services

Diversity Programs and Services at Brown:

Diversity programs and services at Brown are designed to accomplish three major goals: (1) to build
diverse student, faculty and staff populations through aggressive and strategic recruitment efforts; (2) to
create significant opportunities to engage diverse ideas inside and outside the classroom through

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curricular innovations; and (3) to provide sufficient structures for managing a diverse environment.
Below are descriptions of and links to many of the diversity programs and services at Brown.

Recruitment

Faculty Recruitment Programs

Brown uses multiple recruitment strategies toward the goal of achieving greater diversity among its
faculty. The Office of Institutional Diversity partners with every department undertaking a faculty search
in order to assure that the most active and aggressive measures are taken to identify and attract diverse
applicant pools and that all candidates are treated equitably and fairly in the process. As Brown is also in
the process of expanding the size of its faculty, we use the availability of new positions and flexible
recruitment strategies through a target of opportunity program to further enhance our diversity
recruitment efforts.

College Admission

The College Admission office actively recruits students and sponsors matriculation programs that
encourage underrepresented students to consider Brown. An overnight visit during A Day on College Hill
brings admitted students to campus to encourage their matriculation at Brown. The office also hosts
annual open houses for prospective Black and Latino Students, as well as receptions in major urban
areas across the country that inform prospective students on the admissions process, the academic
program, and the community of color at Brown. Talent Quest is a program designed to assist students
from economically disadvantaged backgrounds in the college application process. The goal of the
program is to enable Brown to build and maintain an ongoing relationship with selected high schools
around the country and reach out to talented students in grades 9-12.

Need-Blind Admission

Beginning with the Class of 2007, Brown implemented its need-blind admission policy. Need-blind
admission simply means that an applicant's ability to pay for their education is not a factor in the
admission decision. This policy applies to all U.S. Citizens and Permanent Residents regardless of the
program to which the applicant has applied.

Sidney Frank Scholars

In September 2004, Sidney E. Frank, a member of the class of 1942, made a gift of $100 million to Brown
University to establish an endowed scholarship fund that will provide financial assistance for the
neediest undergraduate students, who could not otherwise afford the full cost of tuition and other costs
of receiving an education at Brown. Recipients of the scholarships from this fund receive financial
assistance that replaces standard loan expectations with additional scholarship.

Graduate School Admissions

The Graduate School actively recruits students who in the past, because of ethnic, racial or gender
prejudice or discrimination or economic disadvantage, might not have had access to graduate education.
The Associate Dean for Diversity works actively with individual departments and programs, visits


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historically black colleges, colleges with large populations of under-represented groups and minority
serving institutions, and brings potential students and their faculty mentors from such institutions to the
Brown campus to interact with current students, meet faculty and have classroom visits. The Associate
Dean works actively with the Leadership Alliance to identify potential graduate applicants through its
summer research programs. The Graduate School provides individual departments with funds for
recruitment activities and brings admitted students to campus for Super Monday, an all day event for
students of color, with both Graduate School and departmental components, including panels about
Brown’s community of color, living in Providence, academic support, etc.

Graduate School Support

The Graduate School offers Target of Opportunity fellowships to underrepresented groups, including
students of color and women in science. These fellowships enable programs and departments to bring
qualified students into their programs in addition to their normal fellowship allocations.

Staff Recruitment Programs

Among many things, the Office of Equal Employment Opportunity and Affirmative Action (EEO/AA)
provides services related to affirmative action and equal employment opportunity. The director of
EEO/AA works collaboratively with staff search committees to identify opportunities to increase the
diversity of applicant pools. The director of EEO/AA also provides employment counseling to individuals
seeking employment at Brown.

The institutional master plan can be found at
www.brown.edu/Facilities/Facilities.../Institutional_Master_Plan_2006.pdf and specifically addresses
diversity in “Enhancing Excellence through Diversity”.

Demographics:

Size:

        Total undergrads: 6095

        First-time degree-seeking freshmen: 1548

        Degree-seeking undergrads: 5874

        Graduate enrollment: 1814

Student Body:

        1% American Indian/Native Alaskan

        17% Asian/Pacific Islander

        7% Black/Non-Hispanic

        9% Hispanic


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40% White/Non-Hispanic

10% Non-Resident Alien

17% Race/ethnicity unreported




                                11
                                           Clemson University

The Chief Diversity Office

The Vision

The vision for the Chief Diversity Office is derived from the University’s aspirational statement regarding
inclusion, which reads as follows:

“Clemson University aspires to create a diverse community that welcomes people of different races,
cultures, ages, genders, sexual orientation, religions, socioeconomic levels, political perspectives,
abilities, opinions, values and experiences. Clemson University will strive to reflect these differences in
its decisions, curriculum, programs and actions. The institution will seek to ensure that
underrepresented groups have equal access to the education and resource opportunities available at
the University. Policy and procedures are carefully scrutinized to sustain an inclusive and productive
environment.”

Staff:

         Chief of Diversity
         Administrative Coordinator


Diversity Programs

Access and Equity
Providing services for every individual at Clemson on such topics as workplace diversity, sexual
harassment, and accommodations for individuals with disabilities.

Call Me MISTER
The Call Me MISTER (acronym for Mentors Instructing Students Toward Effective Role Models) National
Initiative is to increase the pool of available teachers from a broader more diverse background
particularly among the State's lowest performing elementary schools.

Student Disability Services
Providing equal access for students with identified disabilities at Clemson University.

Emerging Scholars
Enhancing South Carolina’s economic prosperity by increasing the number of college graduates that
come from economically disadvantaged areas and first generation families.

Gantt Intercultural Center
Committed to fostering a welcoming and inclusive campus community which values and celebrates the
diversity of its members.




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Center for Research on Health Disparities
Providing leadership for the development and advancement of comprehensive, culturally sensitive,
community-based participatory research that improves health outcomes and enhances quality of life.

International Affairs
Coordinating international activities and collaborative efforts on Clemson’s campus and around the
world through programming, services, and development.

Pan-African Studies
An innovative interdisciplinary program, which combines the best of the academic world with the best
of the social and community world.

Programs for Educational Enrichment and Retention (PEER)
Assisting minority College of Engineering and Science students to achieve all the goals you have set for
yourselves as you prepare for a demanding career in an engineering or science related field.

Pre-College, Summer and Outreach Programs
Providing leadership in developing pre-college enrichment programs that support recruitment and
retention in the Division of Undergraduate Studies.

The Charles H. Houston Center
Examining and address issues as well as disseminate information about the Black experience in
education in the State of South Carolina and throughout the United States

Office of Academic Excellence
Implementing precollege enrichment and academic mentoring programs that support the recruitment
and retention of college students.

Women in Engineering and Science (WISE)
Helping and supporting females in engineering and science majors. From mentoring and networking to
test banks and tutoring, W.I.S.E. offers unlimited resources and information.

Women’s Studies
Women's Studies is a minor that compliments many majors in which new research has begun to focus
on women's issues and perspectives: history, English, sociology, nursing, education, business, the
sciences, and the creative arts.

President’s Council on Community and Diversity
Assisting the University in achieving its goals of promoting and supporting an inclusive University
community, President James F. Barker established the Clemson University Council on Community and
Diversity in 2000.

President’s Commission on the Status of Black Faculty and Staff
Documenting the status of black faculty & staff and advising the President and Administrative Council
with specific recommendations for increasing diversity and enhancing the quality of life among black
employees in the University's workforce.



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President’s Commission on the Status of Women
Encouraging and inspiring women to become leaders, problem solvers, and innovators making
meaningful contributions to American society.

The values and strategic plan can be found at http://www.clemson.edu/administration/ugs/values.html.

Demographics:

Size:

        Total undergrads: 14,713

        First-time degree-seeking freshmen: 2923

        Degree-seeking undergrads: 14,624

        Graduate enrollment: 3604

Student Body:

        <1% American Indian/Alaskan Native

        2% Asian/Pacific Islander

        7% Black/Non-Hispanic

        2% Hispanic

        82% White/Non-Hispanic

        <1% Non-Resident Alien

        7% Race/ethnicity unreported




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                                           Colgate University

The Diversity Council

The Diversity Council directs the multiyear effort to examine the recommendations contained in the
report issued by the diversity pre-planning group.

Members of the council have been drawn from faculty, staff and student body.

The council is responsible for analyzing the recommendations in the pre-planning report and either
implementing, or justifying the non-implementation, of each recommendation.

The council also develops and implements new recommendations that will make measurable progress
towards the larger issues and goals raised in the report and in the strategic plan.

A small executive committee, chaired by the dean of the faculty and dean of the college, meets on a
more regular basis to oversee the work of the council.

The work of the council is conducted in two ways:

The council meets regularly in open session. Each meeting focuses on a specific topic and gives the
entire community an opportunity to participate.

The executive committee works to ensure implementation of the council’s recommendations. The
committee comprises senior leaders of the administration and faculty. The group consults with
representatives of various programs, departments and other Colgate entities as needed. The executive
committee reports its progress to the president every six months.

The council will be active for three years. At the end of three years, it will submit a report to the
president that outlines its accomplishments and challenges and that presents measurable progress on
diversity at Colgate.

The president will report on the council’s progress and activities to Colgate’s Board of Trustees and to
the faculty.

Staff:

         Dean of Diversity



Diversity Programs

Programs that foster diversity on the Colgate campus are supplemented continuously by workshops,
seminars, and an array of guest speakers and lecturers who offer their unique perspectives.

These initiatives have enabled Colgate to make strides over the last several years in developing a

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difference-friendly institutional climate.

The campus is now examining ways that encourage collaboration between programs and create
dialogue that allows best practices, commonalties, strengths and weaknesses, and programs that
complement each other to be identified.

Here is a look at some of the key initiatives and programs on campus:

Breaking Bread

As has been proven throughout human history, across all manner of cultural differences, coming
together often begins in the kitchen. For it is the kitchen where the meals are created that bring us all
to the table. And this is precisely what the Breaking Bread program is all about.

The program, created to provide an experience of the process of what it takes to work together across
differences toward a common goal, has been designed to accomplish a central program objective; to
create opportunities whereby working partnerships, alliances and networks across difference are
developed.

The logistics of the program have been developed in such a way to accommodate and meet the unique
needs of individual groups, while fostering a sense of community among all participants, allowing for
productive and important networks to be developed.

This network will not only provide organizational support, access to resources, and other benefits to
emerging leaders and their respective groups/organizations, it will benefit the larger Colgate community
by enhancing the climate for diversity and for building healthy communities.

Guest Lecturers

Distinguished academics, alumni, authors, poets, and politicians are frequent guests on the Colgate
campus, adding a fresh dimension to the discussion of race, gender, and equality while raising the level
of discourse on campus.

Just this past academic year, guests such as Def poet Nikki Giovanni, sociologist Allan G. Johnson, actress
and playwright Anna Deavere Smith, Native American writer Sherman Alexie, bisexual activist Robyn
Ochs, and actors Danny Glover and Felix Justice appeared on campus.

The ALANA Cultural Center will often host follow-up discussions that allow for a more extensive
discussion of topics raised by guest speakers such as Ann Coulter or Alan Keyes. Brown bag lunches and
discussion groups, both in and out of the classroom setting, also focus on diversity, allowing students
and faculty to explore the issue in a variety of ways.


Skin Deep

An intensive workshop that invites members of the Colgate community to address what it takes to build
a diverse, committed, and dynamic human community.


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The workshop addresses community-building from multiple perspectives: personal, institutional, and
social and address the problems, difficulties, challenges and opportunities embodied in the process.

Social oppression, fear, insecurities, isolation, misinformation and stereotypes impact each one of us,
whether we are socialized into position of power and privilege or a “victim” role.

Through honest sharing and active listening, participants have an opportunity to bring their whole selves
to the table and build a vision of community for Colgate and beyond.

The goal of the workshop is to create a safe environment for each voice to be heard, to share openly
and honestly toward creating community.

Abolitionist Hall of Fame

Colgate’s Upstate Institute has teamed up with Morrisville State College’s Johnson Institute and the
Smithfield Community Association to launch the Abolitionist Hall of Fame and Museum in the hamlet of
Peterboro, N.Y.

In addition to honoring the historical figures responsible for eradicating slavery in the United States in
the 1800s, the initiative will bring attention to modern battles against injustice around the world and
educate the public about human rights issues.

The effort is an important way for Colgate to support diversity programs in the wider community and an
opportunity to build recognition of the Central New York region's historical significance.

David Blight, a nationally recognized expert on the Civil War and abolitionist Frederick Douglass, spoke
about the region's importance as a hotbed of abolitionism and home to several stops on
the Underground Railroad during a visit to campus.

The Colgate plan can be found at http://www.colgate.edu/desktopdefault1.aspx?tabID=978 and
specifically addresses diversity in “Our students learn how to be good citizens, helping them to build
better communities.”

Demographics:

Size:

        Total undergrads: 2836

        First-time degree-seeking freshmen: 738

        Degree-seeking undergrads: 2806

        Graduate enrollment: 8

Student Body:

        1% American Indian/Native Alaskan

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4% Asian/Pacific Islander

7% Black/Non-Hispanic

7% Hispanic

74% White/Non-Hispanic

4% Non-Resident Alien

3% Race/ethnicity unreported




                               18
                                      College of William and Mary

The Office of Diversity and Community Initiatives

The Office of Diversity and Community Initiatives coordinates the College's diversity efforts. The mission
of the office is to work collaboratively with academic departments and offices to provide resources that
promote access, respect, and community for all. The Assistant to the President works with the President
and other senior administrators to prioritize the strategies that embrace inclusive excellence both in and
out of the classroom.

Staff:

         Director, Office of Equal Opportunity
         Assistant Director, Office of Equal Opportunity
         Director, Center for Student Diversity
         Interim Assistant Director, Center for Student Diversity
         Graduate Assistant, Center for Student Diversity
         Office Manager, Center for Student Diversity



Multicultural Programs

Lecture Series


An important part of the mission of the Center for Student Diversity is to educate the entire campus
community on issues of diversity and multiculturalism. Through various programs during Celebrative
months, several noted speakers have visited campus throughout the years such as: Dr. Cornel West,
Nikki Giovanni, Gomez Pena, Julian Bond, Maria Hinajosa, Myrlie Evers-Williams, Alvin Pouissant,
Roland S. Martin, and many more.


Leadership Retreat


An annual leadership retreat for presidents of our student organizations is held in August before the
academic year. The three day event is held off- campus and consists of "getting-to-know-you" activities,
program planning, cultural potluck dinner prepared by the student participants, and mini workshops on
topics such as "conflict management," "motivating your members," and "doing more with less."




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Graduate Recognition Dinner


A dinner coordinated by the Center for Student Diversity is held to honor our graduates. The program
consists of dinner, a slide show, and presentations.


Dr. Martin Luther King, Jr. Candlelight Vigil and Commemoration Lecture


The Center for Student Diversity sponsors an annual Candlelight Vigil on the third Monday observance in
January. The vigil consists of excerpts of one of Dr. King's speeches read by various faculty,
administrators, and students. Following a small program, the walk begins with the ringing of the Wren
Building bell. The march proceeds to a campus-wide commemoration service.


S.P.A.N. Peer Mentorship Program


The SPAN Mentoring program was designed to encourage students from
underrepresented/underserved populations to form closer relationships within the William and Mary
community. First-year students are paired with trained upperclass students who volunteer to serve as
the student's mentor for the academic year. The ultimate goal of the program is to increase retention by
alleviating initial isolation, increasing student/faculty interaction, and providing the student with
additional encouragement and inspiration to be successful by bridging the gap between college services
and support systems. A series of programs and activities are designed to assist students with their
adjustment to college life.


Multicultural Celebrations


The Office of Multicultural Affairs invites you to view a portion of the cultural celebrations sponsored by
our 25 multicultural organizations chartered at William and Mary. For additional information, please call
(757) 221-2300. Some of the yearly events include:


        Harvest Moon Festival - Sponsored by Vietnamese Student Association and Chinese Student
        Organization
        Hispanic Heritage Month Banquet - Sponsored by the Hispanic Cultural Organization
        CHUSOK- Korean Harvest Festival - Sponsored by the Korean American Student Association
        Homecoming Greek Step Show - Sponsored by the Black Student Organization



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        Tidewater Gospel Festival - Sponsored by the Music Department and the Office of Multicultural
        Affairs
        Expressions of South Asia - Sponsored by the South Asian Student Association
        African Culture Night - Sponsored by the African Cultural Society
        Pre-Kwanzaa Celebration - Sponsored by the Office of Multicultural Affairs
        Dr. Martin Luther King, Jr. Commemoration and Celebration - Sponsored by the Office of
        Multicultural Affairs
        Lunar New Year Banquet - Sponsored by the Chinese Student Organization, Korean American
        Student Association, and Vietnamese Student Association
        Filipino Culture Night - Sponsored by the Filipino American Student Association
        Vietnamese Culture Night - Sponsored by the Vietnamese Student Association


        HORIZONS (formerly known as "Taste of Asia") - Sponsored by the Asian Student Council


The strategic plan (2004-2008) can be found at
http://www.wm.edu/about/administration/provost/planning/index.php and specifically addresses
diversity in Goal 1.5, “Maintain and improve programs designed to assure student access and success.”
William and Mary is embarking on a new strategic planning effort, having conducted an “open, inclusive
process” to develop a five-year plan for 2010-2015.


Demographics:


Size:


        Total undergrads: 5850

        First-time degree-seeking freshmen: 1387


        Degree-seeking undergrads: 5811


        Graduate enrollment: 1414


Student Body:


        1% American Indian/Alaskan Native



                                                                                                    21
9% Asian/Pacific Islander


8% Black/Non-Hispanic


6% Hispanic


49% White/Non-Hispanic


3% Non-Resident Alien


23% Race/ethnicity unreported




                                22
                                             Dartmouth College

The Office of Institutional Diversity & Equity

The Office of Institutional Diversity & Equity (IDE) creates partnerships with offices and individuals
across the institution to provide resources that promote access, respect, and community for all.

   o     We are Equal Opportunity & Affirmative Action: Processes and Policies
   o     We are Disability Resources: Access and Accommodation
   o     We are Research & Planning: Information and Analysis
   o     We are Training & Educational Programs: Excellence and Leadership
   o     We are Support: Collaboration and Resources
   o     We are Consultation: Assessing and Strategizing
   o     We are Child Care: Guiding and Inspiring
   o     We are Outreach Projects & Programming: Community Building & Awareness

Staff:

          Vice President for Institutional Diversity & Equity
          Executive Assistant
          Director, Equal Opportunity & Affirmative Action
          Associate Director for EO/AA
          EO/AA Coordinator
          Office Manager
          Director for Training & Educational Programs
          Director & EO/AA Programs Assistant
          Director, Child Care Resources Office
          Director, Child Care Center


Resources

   o     Student Accessibility Services (information for undergraduate students, faculty, and
         administrative support staff)
   o     Reasonable Accommodation Process (information for employees)
   o     Top 10 Accessibility Tips for Professors (student created tips!)
   o     Disability and Accessibility Related Contacts at Dartmouth (includes contacts for graduate and
         professional schools)
   o     Americans with Disabilities Act (ADA): Questions & Answers
   o     Americans with Disabilities Act of 1990, as amended

                                                                                                          23
   o    Special Assistance Needs and Disability Emergency Building Evacuation Plan

The strategic plan can be found at http://www.dartmouth.edu/~stplan/introduction/planning.html and
specifically addresses diversity.

Demographics:

Size:

        Total undergrads: 4147

        First-time degree-seeking freshmen: 1096

        Degree-seeking undergrads: 4067

        Graduate enrollment: 1384

Student Body:

        4% American Indian/Alaskan Native

        15% Asian/Pacific Islander

        9% Black/Non-Hispanic

        8% Hispanic

        52% White/Non-Hispanic

        7% Non-Resident Alien

        5% Race/ethnicity unreported




                                                                                                24
                                            Davidson College

Davidson currently has no information regarding diversity initiatives listed on its website. The registrar’s
webpage indicates that each student is required to complete a Cultural Diversity requirement, consisting
of a course that deals principally with one or more cultures that differ from the majority cultures of the
United States or Europe; however, this is the extent of listed diversity-related resources and/or
programs.

The strategic plan can be found at www3.davidson.edu/.../STRATEGICPLANFINAL10_5_2009.pdf and
specifically addresses diversity in “Strategic Objective IV: Diversity and Inclusion”.




                                                                                                         25
                                            Duke University

The Office for Institutional Equity

Mission Statement

Under the auspices of the President, the Office for Institutional Equity provides institutional leadership
in sustaining a respectful and inclusive environment. We provide a range of services to employees,
managers, senior leaders and students that ensure access to employment and educational opportunities,
coordinate federal and state compliance efforts, and facilitate learning opportunities for all Duke
employees.

Staff:

         Program/Event Coordinator
         Director, Equal Opportunity/Affirmative Action Programs
         Director, Harassment Prevention and Special Projects
         Cross-Cultural Relations Specialist
         Analyst, Equal Opportunity/Affirmative Action Programs (2)
         Assistant to the VP and Office Manager
         Vice President
         Director, Diversity and Equity Programs
         Program Coordinator
         Staff Assistant



Resources

         OIE’s Coaching Clips
         Duke University Information
         Definitions & Commonly Used Terms
         Gender & Women’s Issues
         International Issues Staff & Students
         LGBT Links
         Race and Culture Links
         Federal and State Laws & Regulations
         Federal Government Agencies
         Student Links
         Support
         Supplier Diversity Program (The Supplier Diversity Program works to ensure that diverse firms
         have an equal opportunity to do business with Duke University and Duke Medicine.)
         Workplace Post Requirements Poster

                                                                                                         26
The strategic plan can be found at http://stratplan.duke.edu/goals.html and specifically addresses
diversity in “Recommit to Diversity and Access”.

Demographics:

Size:

        Total undergrads: 6496

        First-time degree-seeking undergrads: 1699

        Degree-seeking undergrads: 6352

        Graduate enrollment: 5884

Student body:

        1% American Indian/Alaskan Native

        22% Asian/Pacific Islander

        10% Black/Non-Hispanic

        6% Hispanic

        48% White/Non-Hispanic

        7% Non-Resident Alien

        6% Race/ethnicity unreported




                                                                                                     27
                                           Emory University

The Office of Community and Diversity

Sr. Vice Provost for Community and Diversity

Ozzie Harris, II, JD serves as the Senior Vice Provost for Community and Diversity at Emory University. As
a senior member of the Provost's Office, Mr. Harris is charged with identifying, creating and advancing
efforts that lead to the development of "community," both internal and external, at Emory. Mr. Harris'
areas of concern are three-fold: building community through existing programs and policies on campus;
working with academic units and external sources to transfer theory to practice in the Atlanta
community; and creating meaningful opportunities for interaction on campus.

Our Mission

"Emory University is a welcoming, diverse and inclusive campus. The Office of Community and Diversity
is dedicated to supporting and enhancing Emory's commitment to engaged scholarship and courageous
inquiry. By providing leadership, encouragement and guidance we hope to increase our institutional
capacity for self-reflection, community building and pluralism. We will work in partnership with
individuals and departments across the campus to enhance practices of access, equity and respect. Our
efforts will deepen Emory's traditions of ethical, personal and institutional engagement in all of our
learning and working environments."

Staff:

         Senior Vice Provost for Community and Diversity
         Senior Secretary

Resources

         Center for Women at Emory
         Office of Equal Opportunity Programs
         Office of Disability Services
         Office of University-Community Partnerships
         The Emory Facilitator Network (EFN)
         National Coalition Building Institute (NCBI/Emory)
         Transforming Community Project

The strategic plan can be found at http://www.emory.edu/strategicplan/ and specifically addresses
diversity in “Creating Community, Engaging Society”.

Demographics:

Size:

         Total undergrads: 5214


                                                                                                        28
        First-time degree-seeking freshmen: 1278

        Degree-seeking undergrads: 5169

        Graduate enrollment: 4165

Student body:

        <1% American Indian/Native Alaskan

        20% Asian/Pacific Islander

        9% Black/Non-Hispanic

        3% Hispanic

        49% White/Non-Hispanic

        10% Non-Resident Alien

        8% Race/ethnicity unreported

Size:

        Total undergrads: 5214

        First-time degree-seeking freshmen: 1278

        Degree-seeking undergrads: 5169

        Graduate enrollment: 4165

Student body:

        <1% American Indian/Native Alaskan

        20% Asian/Pacific Islander

        9% Black/Non-Hispanic

        3% Hispanic

        49% White/Non-Hispanic

        10% Non-Resident Alien

        8% Race/ethnicity unreported




                                                   29
                                        Georgetown University

Institutional Diversity, Equity & Affirmative Action

Vision Statement

The launching of a coherent and comprehensive institutional diversity and equity initiative at
Georgetown University is an ambitious undertaking that will be collaborative, involving all segments of
our community. Changes in programs, policy and process, building on past diversity efforts, will be
systematic and sustained. These efforts are designed to achieve a more caring and inclusive community
of learners and colleagues: Georgetown must more fully embrace diversity as it pursues excellence.

It is clear that during the next two decades the American population will witness extraordinary changes
in its racial and ethnic composition. Demographers forecast that by the middle of this century, there will
no longer be a majority race in the United States -- the groups we regard now as minorities (such as
African Americans, Latinos, and Asian Americans) will join already increasing numbers of working
women to create a vastly different workforce than that of the mid-20th century. As a major research
institution, Georgetown is well-positioned to offer even greater educational access to students of
diverse backgrounds, not only in the United States, but in other parts of the world, as evidenced by the
opening of our Qatar campus. Georgetown's leadership in sending students overseas to study abroad
and its welcoming of international students to our American campuses already anticipate the growing
interdependence of nations. This international openness must be sustained and accompanied by
openness to the varied cultures that can be found within our national borders.

The Office of Institutional Diversity and Equity will lead Georgetown's efforts to strengthen the
University's diversity efforts. It will also develop a framework for strategic planning with academic,
administrative and other units of the University in consideration of the following priorities:

        Principled leadership and comprehensive change that supports a culture of diversity & inclusion;
        Recruitment & retention of diverse undergraduate, graduate and other students;
        Recruitment & retention of faculty and staff from diverse populations;
        Strengthening linkages between the campus and community;
        Substantive engagement with faculty, staff and students.

Georgetown University does not stand alone in grappling with issues of diversity, equity and excellence.
Programs launched by other universities and by corporations and government agencies illustrate broad
recognition of the importance of diversity in the U.S. economy and society. Although national and
international events and the University's own resource limitations may pose challenges to making the
campuses more diverse, inclusive, and equitable, the University must remain firm in its commitment to
creating a community in which all members can participate fully. To be true to its Jesuit heritage
requires nothing less.

The Office of Institutional Diversity and Equity will take an active role in leading collaborative ventures
with academic departments and student programming areas, to promote the intellectual examination of
experiences, perspectives and contributions of various cultures and groups and to prepare students to
live and work in a multicultural and interdependent world. Finally the Office of Institutional Diversity
and Equity will work with others on the three campuses, such as the Diversity Action Council, to create a


                                                                                                         30
University climate where tolerance and respect for all individuals are even more strongly encouraged
than they are today.

Staff:

         Vice President, Institutional Diversity & Equity
         Executive Assistant
         Director, Affirmative Action Programs
         Associate Director
         Assistant Director
         Statistical Analyst

Initiative on Diversity and Inclusiveness
Georgetown University's President John J. DeGioia announced steps to foster respect for diversity and
inclusiveness within the campus community at a student town hall meeting on April 20, 2009. Vice
President for Institutional Diversity and Equity Rosemary Kilkenny and Provost Jim O’Donnell are the co-
chairs of this initiative, which is composed of three working groups:

         Working Group on Academics: This working group will look at questions of how we can best and
         most appropriately facilitate cross-cultural learning, dialogue and understanding in the
         classroom and through the curriculum.

         Working Group on Admissions and Recruitment: This working group will recommend ways to
         increase the number of underrepresented students at Georgetown. It will also recommend ways
         that the University can ensure that all applicants considering Georgetown understand that the
         university seeks students who will contribute to, learn from, and always respect the university's
         multicultural community.

         Working Group on Student Life: This working group will look at student life -- especially
         Georgetown's co-curricular approaches to preparing students to live and interact in a
         multicultural community. The working group will identify improvements that we can make in
         New Student Orientation, Residence Life programming, and leadership development and
         mentoring for student clubs, among other topics.

Initiative on LGBTQ Student Resources

Georgetown University's President John J. DeGioia announced steps to strengthen the climate and
resources for LGBTQ students at Georgetown University in an open meeting on campus on October 24,
2007. The initiative of three working groups was coordinated by Vice President for Institutional Diversity
and Equity Rosemary Kilkenny and Vice President for Public Affairs and Strategic Development Daniel R.
Porterfield.

The working groups were formally named and charged to begin their work on November 2, 2007. At the
end of January 2008 all of the working groups submitted reports to President DeGioia and Provost
O'Donnell for their review and consideration. On February 7, 2008 President DeGioia and Provost
O'Donnell notified the University Community of their acceptance of these reports and outlined steps to

                                                                                                       31
begin implementation of these efforts.

The working groups are:

        Working Group on Reporting: to evaluate existing mechanisms and develop a plan to
        strengthen the process for notifying members of the university community when acts of
        intolerance, hate or bias are reported and develop a clear statement of when, how and why the
        University makes public notifications and who makes these decisions.
        Working Group on Resources: to evaluate and determine the range of student needs that
        should be addressed and the level of appropriate support, including the possibility of a full time
        LGBTQ resource coordinator and an LGBTQ resource center, for coordinating these issues in a
        manner consistent with Georgetown's Catholic and Jesuit identity; and that attention be given
        to students who have not come out or are questioning their sexual identity.
        Working Group on Education: to evaluate the use of educational programs to promote inclusion
        of, and respect for, the LGBTQ community and develop ideas that complement and reinforce
        Georgetown's academic mission and desire to sustain many forms of diversity.

Georgetown is in the process of creating a new campus plan to span the next ten years and does not
include its current plan on its website; however, some information on the steering committee and
components of the upcoming plan can be found at http://community.georgetown.edu/campusplan.html.

Demographics:

Size:

        Total undergrads: 7092

        First-time degree-seeking freshmen: 1571

        Degree-seeking undergrads: 6692

        Graduate enrollment: 5330

Student Body:

        10% Asian/Pacific Islander

        6% Black/Non-Hispanic

        6% Hispanic

        70% White/Non-Hispanic

        5% Non-Resident Alien

        3% Race/ethnicity unreported




                                                                                                       32
                                      The Pennsylvania State University

Office of the Vice Provost for Educational Equity

Created in July 1990, the Office of the Vice Provost for Educational Equity was originally charged to foster
diversity at Penn State. In 2001 the mission expanded to support educational access for targeted groups
of low-income, potential first-generation college students both here at Penn State and at sites
throughout the state.

Beyond the University, in targeted high schools and counties, the office helps low-income youth and
adults to overcome the social, cultural, and educational barriers to success in higher education. Within
the University, the office supports and evaluates the many diversity initiatives and serves as an advocate
for a range of populations. These include historically underrepresented racial/ethnic minorities; persons
with disabilities; persons from low-income families who would be the first generation to college; veterans;
lesbian, gay, bisexual, and transgender persons; and women.


Staff:

         Vice Provost
         Assistant Vice Provost (2)
         Staff Assistant (2)

Resources

Penn State for Adult Students
Helps adult learners who are thinking about beginning or returning to college or transferring from
another institution or Penn State location.

American Indian Leadership Program
Provides support for American Indian students seeking graduate degrees from the College of Education.

Affirmative Action Office/Diversity Education Services
Responsible to support and monitor Penn State's Affirmative Action plan and provide diversity training
for Penn State work units.

Center for Ethics and Religious Affairs
Provide and facilitate opportunities for the voluntary practice of religion so as to make evident the
contribution of religion to the life of the mind.

Center for Women Students
Provides advocacy, information, educational programming, services, and referrals for women students.




                                                                                                         33
College Multicultural Programs
College-based programs that provide support for students and staff of color within their respective
colleges. All University Park based colleges have a college multicultural office. The links below lead to a
list of college multicultural programs offices and those colleges that have Web pages for these offices.

Commission for Adult Learners
Recommends changes in policies and procedures and fosters coordination and information sharing
about programs and services that recruit and retain adult learners.

Diversity Efforts at Penn State

FastStart (Faculty Alumni Student Triad)
A mentoring program designed to help first-year students from African American, Latino/Hispanic, Asian
and Asian/Pacific Americans backgrounds, as well as those students who simply want to get their college
careers off to a fast start.

Office of Graduate Educational Equity Programs
Coordinates the recruitment, retention, and professional development of underrepresented graduate
students.

McNair Scholars Program
Works with undergraduate students from disadvantaged backgrounds in order to prepare them to
pursue advanced studies in the disciplines of their choosing.

Multicultural Resource Calendar
Sponsored by OVPEE for use by the Penn State community. Please note that a valid Penn State Access
account is required to view the calendar.

Paul Robeson Cultural Center
A forum for the cultural, educational, and social involvement of all students at Penn State, emphasizing
the many forms of African American culture and how they intersect, overlap, and complement other
cultures.

Student Minority Advisory and Recruitment Team
Student organization designed to share success stories at Penn State and assist the university with the
recruitment of ethnic minorities.

Women in Engineering Program
Recruits women into engineering, facilitates the development of women engineers through advocacy
and action, and promotes an equitable and productive learning and work environment within the
College of Engineering.

The strategic plan can be found at strategicplan.psu.edu/StrategicPlancomplete.pdf and specifically
addresses diversity in “Maintain Access/Affordability and Enhance Diversity”.

Demographics:



                                                                                                          34
Size:

        Total undergrads: 37,988

        First-time degree-seeking freshmen: 7241

        Degree-seeking undergrads: 37,171

        Graduate enrollment: 6130

Student Body:

        <1% American Indian/Alaskan Native

        6% Asian/Pacific Islander

        4% Black/Non-Hispanic

        81% White/Non-Hispanic

        6% Non-Resident Alien




                                                   35
                                             Rice University


Diversity at Rice

"We recognize our educational responsibility to prepare students to live, work, serve, and lead in our
increasingly diverse society.

Our commitment to cultural inclusiveness is a way of thinking, seeing, and behaving that demonstrates
as learned understanding and respect for all ethnic and cultural traditions."

Dr. Roland B. Smith, Jr.,
Associate Provost

Staff:

         Associate Provost

                        The Rice University Commitment to Cultural Inclusiveness

The following resolution adopted unanimously at the September 1997 meeting of the Rice University
Board of Governors. The resolution reiterates the university’s commitment to long-standing policies.


RESOLUTION OF THE BOARD OF GOVERNORS

Rice University is convinced that it can most effectively carry out its “Enduring Vision” in a learning
community drawn from the full range of ethnic and cultural traditions represented in Houston, our
nation and throughout the world. Further, in the spirit of academic excellence, the University
recognizes its educational responsibility to prepare its students to live, work, serve, and lead in our
increasingly diverse society.

The Rice commitment to cultural inclusiveness, therefore, is not represented merely in numerical
terms. It is much more. It represents a way of thinking, seeking, and behaving that demonstrates a
learned understanding and respect for all ethnic and cultural traditions. Cultural inclusiveness at Rice
embodies the University’s commitment to an atmosphere of civility and rich dialogue where these
various traditions can contribute to a sharing of perspectives in the pursuit of scholarship and truth. It
includes the acknowledgement – both individual and collective - of those ethnic or racial groups whose
contributions to the history of our nation and the University deserve far more recognition than they
have been accorded in the past. It also includes the recognition and celebration of the cultural
differences that bind together the Rice community.


SALVATION ARMY BOYS AND GIRLS CLUB OF METROPOLITAN HOUSTON SUMMER UPWARD PROGRAM

Through a joint collaboration, the Office of the Associate Provost Diversity Outreach facilitates the
Salvation Army Boys and Girls Club Summer Upward Bound program for underprivileged and high risk
students on the Rice campus. Only students from Lee High School in the Houston Independent School

                                                                                                          36
District are eligible to participate in the program. Services provided for students beginning in the 9th
grade and continuing through graduation and college enrollment include academic tutorial and college
preparatory instruction; academic advisement and guidance; academic tutorials and preparation for
college entrance exams; career awareness and guidance; college and financial aid information; field trips
to colleges, career and enrichment sites; and assistance with admissions, financial aid and scholarship
applications.

The strategic plan can be found at http://www.ruf.rice.edu/~provweb/plan/goalsinitstoc.html and
specifically addresses diversity in “Goal 2: Make a Rice education accessible to students from diverse
origins and with diverse outlooks, regardless of their financial means, in a residential setting conducive
to learning.”

Demographics:

Size:

        Total undergrads: 3154

        First-time degree-seeking freshmen: 789

        Degree-seeking undergrads: 3102

        Graduate enrollment: 2302

Student Body:

        <1% American Indian/Native Alaskan

        21% Asian/Pacific Islander

        8% Black/Non-Hispanic

        11% Hispanic

        44% White/Non-Hispanic

        8% Non-Resident Alien

        7% Race/ethnicity unreported




                                                                                                         37
                          Rutgers University – New Brunswick/Piscataway

Office of Institutional Diversity & Equity

Mission Statement

Rutgers, The State University of New Jersey is committed to the ideals of excellence in fostering an
enriching learning community of students, faculty and staff from a broad spectrum of nations, cultures,
and historical perspectives.

Diversity is an integral component of human experience, and encompasses but is not limited to issues of
race, ethnicity, culture, social class, national origin, gender, age, religious beliefs, sexual orientation,
mental ability, and physical ability.

Our collective goal is to create an institutional consciousness of diversity reinforced with equity and
excellence through our policies, practices, and programs of inclusion, non-discrimination, and pluralism
for all members of the University Community.



Our Common Purposes

Rutgers, The State University of New Jersey embodies the ideals of diversity and demonstrates
exemplary leadership in its abiding commitment to excellence and equity in the pursuit of new
knowledge and exchange of ideas.


Staff:

         Associate Vice President for Academic Affairs

Pipeline Programs

         Office for Diversity and Academic Success in the Sciences
         Douglass College: The Douglass Project
         Ford Foundation Diversity Fellowships
         The Graduate School: Commitment to Enhancing Diversity
         National Girls Collaborative Project
         PhD Project
         Project L/EARN
         RISE Research Program for NSF Mentoring
         Ronald E. McNair Postbaccalaureate Achievement Program
         Rutgers Future Scholars Program
         Sloan Foundation Minority PhD Program
         STEP Program
         TARGET: The Academy at Rutgers for Girls in Engineering and Technology
         Women INvesting in and Guiding Students (WINGS)


                                                                                                         38
The strategic plan can be found at oirap.rutgers.edu and specifically addresses diversity in “Diversity and
Community”.

Demographics:

Size:

        Total undergrads: 28,031

        First-time degree-seeking freshmen: 5840

        Degree-seeking undergrads: 27,753

        Graduate enrollment: 7538

Student body:

        <1% American Indian/Alaskan Native

        26% Asian/Pacific Islander

        8% Black/Non-Hispanic

        11% Hispanic

        48% White/Non-Hispanic

        1% Non-Resident Alien

        5% Race/ethnicity unreported




                                                                                                        39
                                          Stanford University

About Diversity Works

Diversity Works is a consortium of departments and offices across Stanford University whose work
involves issues relating to a diverse population of all the members of our campus community,
undergraduate and graduate students, faculty, and staff. The group meets periodically to share
information and to hear speakers on various topics of diversity.

A list of some of the offices that are involved with Diversity Works effort at Stanford include:


    African & African American Studies
    Alumni Association
    Asian American Activities Center
    Black Community Services Center (BCSC)
    Center for Comparative Studies in Race and Ethnicity (CCSRE)
    El Centro Chicano
    Faculty Recruitment
    Office of Graduate Education - Humanities and Sciences
    LGBT Community Resources Center
    Native American Cultural Center (AIANNHP)
    Stanford School of Medicine Office of Diversity and Leadership
    Vice Provost for Graduate Education
    Vice Provost for Undergraduate Education
    Women's Community Center

Diversity Works collaborated together to develop a central portal with links to the Stanford online sites
that provide information about the many and various types of efforts that support diversity across our
campus. We appreciate your browsing our website to learn more about the many programs and
initiatives at Stanford that reflect our long history of commitment to diversity.

About Diversity at Stanford
Since the University’s founding in 1891, Stanford has been committed to an inclusive approach to higher
education. As a major research university we recognize the value of diversity and our commitment to it
is reflected in our student body, faculty and staff, academic departments and programs.




                                                                                                        40
We are a diverse community with a student body of approximately 15,000 (6,800 undergraduates and
8,200 graduate students) from all parts of the country and world representing all racial/ethnic and
religious groups and including men, women, and members of the lesbian, gay, bisexual and
transgendered communities. We have numerous student organizations covering a range of interests:
academic, international, ethnic, social and recreational. We also have over 40 recognized religious
organizations on campus.


The faculty and staff at Stanford are also diverse. We believe a diverse campus community enriches the
educational and scholarly experience and opportunities, for faculty and students and offers a more
rewarding experience for everyone. Diversity is integral to the mission of Stanford; it touches every part
of this community – faculty, students, and staff.

Staff:

         Associate Vice President for Student Affairs and Advisor to the President on Campus Life

Students

In addition to studying, doing research and preparing for exams, Stanford students are actively involved
in many different activities on campus – dancing in the Stanford hip hop dance group, singing with the
Talisman a cappella group, tutoring elementary students at local schools. There are approximately 640
organized student groups covering a range of interests: academic, athletic, ethnic, cultural, and social.
Student activities are also coordinated through the four ethnic theme houses and eight community
centers on campus.

These organizations serve both our undergraduate and graduate populations. For resources specific to
graduate life please explore Graduate and Postdoctoral Life.


    Bechtel International Center
    Career Development Center
    Disability Resource Center
    Haas Center for Public Service
    Hillel at Stanford
    Office for Religious Life
    Residential Life at Stanford
    Student Government and Organizations
    Student Mental Health and Well-Being Task Force


                                                                                                       41
Student Centers:


    Asian American Activities Center
    Black Community Services Center
    El Centro Chicano
    Lesbian, Gay, Bisexual, and Transsexual Community Center
    Native American Cultural Center
    Women's Community Center

Student Groups:


    Asian American Students Association
    Association of Chinese Students and Scholars
    Multicultural Greek Council
    Multiracial Identified Community
    Stanford Society of Black Scientists and Engineers
    Taiwanese Cultural Society
    Undergraduate Korean Students Association
    Vietnamese Student Association
    Women in Earth Sciences
Diversity Works At Stanford University

Graduate Students

Stanford University's graduate students come from states across the country and from approximately 87
foreign countries. We recognize that the diversity of our student body enhances the educational
experience of all students. Faculty, students, deans and administrators are committed to supporting the
diversity of our graduate population and to maintain the diversity in our academic programs, curricula
and teaching methods. In addition the University provides services and resources to support our diverse
student body and to our students who are involved in different activities.

Read the report (PDF) of the Commission on Graduate Education.

Listed below are links to programs, organizations, and services for our graduate population:


    DARE Doctoral Fellowships
    Graduate Life Office

                                                                                                    42
    Graduate Student Council Diversity Advocacy Committee
    Engineering
    Graduate Women's Network
    Humanities and Sciences
    Ph.D. Program in the Biosciences
    Postdoctoral Services (Medical School)
    STANDOUT Program
    Vice Provost and Dean of Research and Graduate Policy
    Vice Provost for Graduate Education

Professional Schools
    Graduate School of Business
    Law School
    Medical School
    School of Education
Diversity Works At Stanford University

Faculty

This section includes information regarding reports, offices, and resources available to faculty and staff:


    Building on Excellence: Guide to Recruiting and Retaining an Excellent and Diverse Faculty at
    Stanford University (PDF 1MB)
    Diversity & Access Office
    Faculty Development Office
    Faculty Recruitment Office
    Family Matters at Stanford for Faculty (PDF)
    Human Resources
    Multicultural Springfest
    President / Provost Statement on Faculty Diversity_News article
    Provost's Advisory Committee on the Status of Women Faculty Report (PACSWF)
    Sexual Harassment Policy Office
    SLAC

                                                                                                         43
Diversity Works At Stanford University

Although the university’s strategic plan is not listed on the website, the medical school’s strategic plan is
outlined at http://medstrategicplan.stanford.edu/fullreport/mission_goals.html and specifically
addresses diversity at various points.

Demographics:

Size:

        Total undergrads: 6532

        First-time degree-seeking freshmen: 1703

        Degree-seeking undergrads: 6502

        Graduate enrollment: 10,280

Student Body:

        3% American Indian/Alaskan Native

        21% Asian/Pacific Islander

        10% Black/Non-Hispanic

        15% Hispanic

        31% White/Non-Hispanic

        7% Non-Resident Alien

        13% Race/ethnicity unreported




                                                                                                          44
                                              Tufts University

Office of Institutional Diversity

Mission Statement

The mission of the Office of Institutional Diversity (OID) is to lead a concerted and sustained institutional
effort in the advancement, coordination, and development of related programs and policies at Tufts. We
work with the President and Provost, as well as Deans, Vice-Presidents and Managers across divisions
and schools, to infuse the campus community with an understanding of the centrality, importance and
complexity of diversity within all aspects of University life. Our outreach and programmatic efforts
underscore historical and emerging scholarship and research related to race, ethnicity, culture, gender
and sex, disability, sexual identity, gender identity, educational and socioeconomic status, age, religion
and national origin.

Vision Statement

A commitment to diversity and academic excellence is integral to the mission of research, teaching,
global awareness (1) and active citizenship at Tufts University. Many are familiar with President Larry
Bacow's address entitled "A University Poised", in which he outlines some of Tufts' greatest strengths.
He states, "a great university must embrace diversity in every possible dimension. We must sample from
the full range of human capital available to us, and invest more" so that we might enjoy a "broadly
representative and inclusive community" (2). As a "great university" we recognize the importance of
respecting, valuing and learning from one another while also seeking out innovative and creative ways
to address issues of inequity and bias, recruitment and retention and cultural literacy and competency.

Population trends suggest that the demographics of our nation and universities are rapidly changing. We,
as an educational institution, must respond proactively to these changes and be prepared to meet these
challenges with new and distinct ideas and perspectives. Our future academic prominence will be
determined, in part, by how productive and effective we are at integrating understandings of difference
into our educational approaches and traditions. Given that "we are a microcosm of the larger world,
complete with many of the same tensions and frustrations" our focus includes understanding the
significance of a heterogeneous educational community - one that acknowledges, cultivates and sustains
a variety of social and cultural values that mirror the changing profile of U.S. society (3).

Diversity and cultivating a global orientation are central components of Tufts' Vision Statement (4) and
therefore, we invite all Tufts citizens to participate in the numerous and varied opportunities for on-


                                                                                                          45
going learning and education and encourage faculty, staff and students to engage practices that are
attentive to discrete viewpoints, beliefs and values that allow us, as a community, to productively work,
learn and live together in an increasingly complex world.

Staff:

         Executive Director

DIVERSITY RESOURCES

Outline of relevant events, initiatives and programs

This list is only a starting point and is far from exhaustive. Many of you are involved in, or are leading,
programs that are not on this list. There is a tremendous amount of activity going on that we need to do
a better job communicating. The Provost's Office and the newly established OID are developing websites
that will serve as virtual clearing-houses on diversity, with links to events and resources around the
university. These should be up and running sometime this semester. If you would like something listed,
please email the Provost at provost@tufts.edu or the Executive Director of OID at
Lisa.Coleman@tufts.edu.

Office of Institutional Diversity and other Diversity Initiatives

The administration has established a new Office of Institutional Diversity (OID), which reports directly to
the President and to the Vice President for Human Resources, with a dotted line reporting relationship
to the Provost. This Office was established so that we can focus more attention on forging a campus
climate that can strengthen and sustain diversity in all its facets. Additional staff will be hired to work on
compliance, grievance and ADA issues that will continue to be the focus of the Office of Equal
Opportunity (OEO), enabling the Executive Director and others to be more pro-active on issues of
diversity. As announced last Friday, Lisa Coleman has been appointed the first Executive Director.

Community meetings following the publication of the carol parody

Just before the holidays, President Bacow met with student leaders, and at a special dinner at Gifford
House met with black leaders from the Boston area to discuss the situation. Tufts students organized a
unity rally at which Dean of Undergraduate Admissions Lee Coffin spoke.

Student Journalism Conference

President Bacow has launched the Student Journalism Conference, at which professionalism, ethics, and
responsible journalism will be discussed. The leaders of major campus publications (from Tufts and
other schools), alumni, and professional media groups will be involved, as will members of our faculty
and Tisch College.

Admissions Initiatives




                                                                                                           46
Last spring, Deans Sternberg and Abriola enhanced the budget for minority recruitment and approved
the recruitment of an additional admissions officer dedicated to minority recruitment. These resources
have enabled the staff to visit more schools serving under-represented students across the country,
access more programs and mailing lists for high-achieving students of color, and sponsor a two-day
campus visit in November for guidance counselors from urban high schools. We are pleased to report
that the effect of these outreach efforts has been dramatic. A record number of students participated in
the Telescope Weekend, an annual program that showcases multiculturalism at Tufts. Nearly 300 came
to campus for the two-day program versus 80 who attended the previous year. Many of the participants
have applied for admission to the Class of 2011, enhancing the applicant pools for both African-
Americans and Hispanics. Our African-American applicant pool has increased more than 20 percent over
last year and the Hispanic pool has climbed nearly 15 percent.

Of course, larger applicant pools do not necessarily translate into larger enrollments. Steadily expanding
our ability to offer need-based financial aid is the key to ensuring progress on this front. That's why
financial aid is our top priority for the "Beyond Boundaries" Capital Campaign.

Undergraduate Education Initiatives

        Dean of Undergraduate Education James Glaser has formed a Task Force on Retention to
        examine climate and retention issues at the undergraduate level.
        The Biology Department is seeking NSF grant funding for a Research Experience for
        Undergraduates (REU) and Undergraduate Research Mentoring (URM). The intent of both
        programs is to increase the participation of under-represented students in scientific research.

Other Diversity Initiatives

OID builds on other staffing initiatives that were launched over the past few years. These include the
appointment of Yvette Dalton-McCoy as a diversity recruiter in the Office of Graduate and Professional
Studies on the Medford Campus, and the appointment of Elise Ahyi as Assistant Provost, with a range of
responsibilities including diversity. Elise has since moved to South Carolina, but leaves behind a powerful
legacy on which OID can build. Among the initiatives she launched in the Provost's office are:

        Tufts Diversity Network, which brings together faculty and staff representatives from across the
        University, and
        Graduate and Professional Student Admissions Recruitment Committee (GAPSARC), which
        coordinates and shares diversity-related admissions practices across Tufts' schools. GAPSARC
        has put together a diversity brochure for prospective students of all the graduate and
        professional schools

With Elise's departure, her role as an advocate for diversity within the central administration has been
elevated to the newly created position of Executive Director of OID. These recent initiatives in turn build
on the existing Office of Diversity, headed by Margery Davies, serving the Schools of Arts & Sciences and
Engineering.

As an institution of higher education, it is important that we seek to study and understand the
fundamental nature of bias as we debate how to address it. We are fortunate to have several faculty
members whose work is focused on this topic. The work of Sam Sommers, Keith Maddox, and Nalini


                                                                                                          47
Ambady, all faculty members in the Psychology Department, was recently featured in the Tufts
Magazine. Assistant Professor Sam Sommers has also been organizing a Diversity & Cognition lecture
series, bringing in speakers around the country to speak on campus and share their research.

Fletcher School Diversity Initiatives

http://fletcher.tufts.edu/about/diversity.shtml

Dean for Multicultural Affairs at School of Medicine

Dean of the School of Medicine Michael Rosenblatt organized a forum on diversity, which was attended
by over 100 students, faculty and staff. At the forum, Dean Rosenblatt announced the creation of a new
position for the medical school: Dean of Multicultural Affairs.

Other Initiatives on the Health Sciences Campus

The School of Dental Medicine:

        Annual dinner to recognize members of the Student Hispanic Dental Association and the
        Student National Dental Association
        Mentoring program in which dental students mentor students at local middle schools and high
        schools and encourage their interests in health science careers
        Joint admissions agreement between the School of Dental Medicine and Tougaloo College, an
        historically black college in Jackson, Mississippi

Friedman School of Nutrition Science and Policy:

        The Agriculture Food and Environment Program (AFE) received a USDA National Needs
        Fellowship grant to support 5 Sustainable Science Fellows from traditionally underrepresented
        populations
        The nutritional epidemiology program has an active program of research focused explicitly on
        the health and nutrition problems affecting minority populations - studies are ongoing at the
        moment on Latino populations and in Chinatown

The strategic plan can be found at http://as.tufts.edu/docs/tradition_and_innovation.pdf and focuses
specifically on diversity in “Culture and Society”.

Demographics:

Size:

        Total undergrads: 5044

        First-time degree-seeking freshmen: 1297

        Degree-seeking undergrads: 5029

        Graduate enrollment: 3251

                                                                                                       48
Student body:

       <1% American Indian/Alaskan Native

       14% Asian/Pacific Islander

       5% Black/Non-Hispanic

       6% Hispanic

       53% White/Non-Hispanic

       6% Non-Resident Alien

       16% Race/ethnicity unreported




                                            49
                                       University of Connecticut

Office of Diversity and Equity (ODE)

ODE is a neutral investigatory unit within the University that was created by statute and charged with
investigating internal discrimination and discriminatory harassment complaints (including but not
limited to Title VI and VII of the Civil Rights Act) from employees; individuals who have business with the
University and/or approved use of University facilities (vendors and contractors); and persons who are
interviewed for vacant positions. Students are also protected under Title IX of the 1972 Educational
Amendments. ODE is further charged with making findings and recommendations designed to mitigate
the harm caused by discriminatory conduct, and to prevent recurrence of discriminatory conduct. For
more information, please visit our Discrimination and Discriminatory Harassment web page.

ODE coordinates and monitors campus compliance with the requirements of the Americans with
Disabilities Act and Sections 503 and 504 of the Rehabilitation Act. This responsibility includes providing
guidance and evaluating efforts to improve access to campus facilities and programs as well as advising
staff, faculty, and visitors regarding disability accommodations. For more information, please visit our
Reasonable Accommodations under the Americans with Disabilities Act (ADA) web page.

ODE is also responsible for monitoring employment transactions by providing consultation to
departments and search committees on recruitment strategies and procedures and monitors faculty and
staff hiring decisions. A number of University committees and offices may also perform these and
related functions in an effort to ensure compliance with University policies and procedures. For more
information, please visit our Unclassified Professional Searches web page.

ODE prepares the University's Affirmative Action Plan(s), which demonstrate the University's continuous
efforts in providing equal access to employment opportunities to qualified members of protected
classes. This includes monitoring recruitment activities and providing consultation to departments and
search committees, promotion activities, and training activities for upward mobility to qualified
employees. For more information, please visit our Affirmative Action Compliance Program (Federal &
State Plans) web page.

ODE provides state-mandated training programs that are integral to successful implementation of the
University's programs of equal opportunity and diversity. The Office offers these services to all
departments and we will tailor sessions to meet the needs of specific participants regarding affirmative
action, discrimination and discriminatory harassment in the workplace and in the classroom, diversity
awareness and cultural competence, and workplace accommodations. For more information, please
visit our Diversity Training (State-Mandated) web page and/or our Sexual Harassment Prevention
Training (State-Mandated) web page. At this time, the training is not available on-line.

Staff:

         Associate Vice President for Diversity & Equity
         Executive Assistant
         Secretary
         Budget Specialist
         Director, Institutional Case Management

                                                                                                         50
        Case Manager
        Investigator
        Paralegal and Legal Administrator
        Search Compliance Coordinator (2)

Resources

        Affirmative Action Compliance Program (Federal and State)
        Diversity Training (State-Mandated)
        Sexual Harassment Prevention Training (State-Mandated)

The strategic plan can be found at http://www.uc2000.uconn.edu/strategicplan/ and specifically
addresses diversity in Strategic Goals 1, 2, and 4.

Demographics:

Size:

        Total undergrads: 16,765

        First-time degree-seeking freshmen: 3604

        Degree-seeking undergrads: 16,459

        Graduate enrollment: 6583

Student body:

        <1% American Indian/Native Alaskan

        8% Asian/Pacific Islander

        5% Black/Non-Hispanic

        5% Hispanic

        62% White/Non-Hispanic

        1% Non-Resident Alien

        18% Race/ethnicity unreported




                                                                                                 51
                                           University of Georgia

Office of Institutional Diversity

A commitment to diversity is an integral part of the University of Georgia's educational mission. The
institution's mission statement says in part that UGA "endeavors to prepare the university community
and the state for full participation in the global society of the 21st century. Through its programs and
practices, it seeks to foster the understanding of and respect for cultural differences necessary for an
enlightened and educated citizenry."

The mission of the Office of Institutional Diversity is to lead a focused institutional effort to evaluate
existing programs and develop new initiatives to support diversity and equity at the University of
Georgia.

The Office of Institutional Diversity seeks to ensure a University of Georgia where people of many
different backgrounds and perspectives join together to actively advance knowledge. As a community
dedicated to scholarship, research, instruction, and public service and outreach, we recognize the
importance of respecting, valuing and learning from each other's differences while seeking common
goals. The Office of Institutional Diversity will provide the leadership to establish the University of
Georgia as a national and international model in creative ways to address diversity and equity issues in
an academic setting.

Staff:

         Associate Provost & Chief Diversity Officer
         Executive Director
         Director for Programs and Outreach
         Assistant Director for Programs and Outreach
         Assistant Director
         Business Manager
         Administrative Associate

Resources

         UGA Louis Stokes Alliance for Minority Participation (UGA-LSAMP)
         Faculty-student mentoring program
         UGA Safe Space
         Campus Visit Program

The strategic plan can be found at http://www.uga.edu/provost/strategicplanning.html and addresses
diversity in “Building the New Learning Environment” and “Competing in a Global Economy”.

Demographics:

Size:

         Total undergrads: 25,467

                                                                                                             52
       First-time degree-seeking freshmen: 4791

       Degree-seeking undergrads: 25,150

       Graduate enrollment: 7160

Student body:

       <1% American Indian/Alaskan Native

       8% Asian/Pacific Islander

       8% Black/Non-Hispanic

       3% Hispanic

       81% White/Non-Hispanic

       1% Non-Resident Alien

       <1% Race/ethnicity unreported




                                                  53
                                          University of Michigan

The Office of Institutional Equity (OIE), a unit of University Human Resources (UHR), provides the
delivery of programming and services for faculty, staff, students, and management to support diversity,
inclusiveness, equal access, equitable treatment, and cultural understanding and competency. The
Office provides training and consultation on achieving and supporting diversity in the workplace, on
Americans with Disabilities Act issues, and on preventing and resolving discrimination and discriminatory
harassment. The Office also provides support to a number of constituency groups.


Our Mission

The University of Michigan has a long and proud legacy of commitment to the principles of equality and
equal opportunity for all students, faculty and staff. The mission of the Office of Institutional Equity is to
provide leadership and support on matters relating to equity, diversity, respect and inclusiveness for all
members of the University of Michigan community. OIE staff provides guidance, support and delivery of
programming, services and educational initiatives to University faculty, staff, and students to support
diversity, inclusiveness, equal access, equitable treatment, cultural understanding and the prevention of
prohibited discrimination and harassment.

OIE oversees, facilitates and supports the University’s efforts to ensure equal opportunity for all persons
regardless of race, sex, color, religion, creed, national origin or ancestry, age, marital status, sexual
orientation, disability, or Vietnam-era veteran status in employment, educational programs and
activities, and admissions.

To fulfill our mission, the Office of Institutional Equity provides:

         Information, consultation, training and resources to the University community with regard to
         diversity, harassment and discrimination prevention, affirmative action, equal opportunity and
         disability matters;
         Individual consultation with University managers, supervisors, staff, faculty, students, and
         administrators;
         A mechanism for responding to complaints of harassment and discrimination;
         Oversight of and support for the University’s compliance efforts in the areas of equal
         opportunity, affirmative action, harassment and discrimination prevention, and compliance with
         all applicable State and Federal civil rights laws.

Staff:

         Associate Vice Provost for Academic and Faculty Affairs and Senior Director
         Associate Director (2)
         Assistant Director and ADA Coordinator
         Assistant Director
         Web Accessibility and Adaptive Technology Coordinator
         Administrative Assistant




                                                                                                            54
Education and Training Programs

The Office of Institutional Equity has developed educational and training packages and presentations on
a variety of subjects, including workshops on:

        Racial, ethnic, sexual orientation, and gender-identity sensitivity
        Accommodating employees with disabilities
        Removing barriers to access for people with disabilities
        Hiring procedures, including hiring and retaining workers with disabilities, effective selection
        interviewing, etc.

In addition, the OIE responds to requests for customized programs to meet special circumstances,
including speeches and guest lectures.

Rather than a single strategic plan for the entire university, various departments have constructed their
own individual plans. The strategic plan of Human Resources specifically addresses ensuring faculty,
staff and student diversity and can be found at http://www.hr.umich.edu/strategicplan/goals.html.

Demographics:

Size:

        Total undergrads: 25,994

        First-time degree-seeking freshmen: 5783

        Degree-seeking undergrads: 25,865

        Graduate enrollment: 12,391

Student Body:

        1% American Indian/Alaskan Native

        12% Asian/Pacific Islander

        6% Black/Non-Hispanic

        3% Hispanic

        66% White/Non-Hispanic

        4% Non-Resident Alien

        8% Race/ethnicity unreported



                                                                                                           55
                              University of North Carolina at Chapel Hill

Diversity and Multicultural Affairs

Our Vision and Mission

Our Vision | to build and sustain an inclusive campus community that values and respects all members
of the University community

Our Mission | Our mission is to provide university-wide leadership in developing and implementing
initiatives that promote access to and diversity within our student, faculty and staff communities. We
provide leadership, consultation and project management of policies, programs and services that
promote diversity as a means of achieving educational excellence and enhancing the quality of life for all
members of the University community.

Our Commitment to Diversity | The University of North Carolina at Chapel Hill understands that
diversity is a critical element of Carolina's pursuit of academic excellence, and has a strong commitment
to creating a diverse, inclusive community.

What We Do

        Leadership for university-wide diversity plan
        Policy review and monitoring of institutional diversity
        Diversity education, training and consultation
        Assessment and research of diversity issues
        Recruitment and retention of students from diverse backgrounds and cultures
        Multicultural programming and leadership
        Diversity resource development

Staff:

         Associate Provost for Diversity and Multicultural Affairs
         Director, Diversity Education and Research
         Multicultural Programs Coordinator
         Communications Specialist
         Administrative Assistant
         Administrative Support Associate
         Director, Recruitment and Multicultural Programs
         Outreach and Support Programs Coordinator
         Office Assistant



Educational Events |Sponsored by Diversity and Multicultural Affairs for members of the larger
University community, including students, staff, faculty and community members | Please call 919-962-
6962 for more information.

                                                                                                       56
2009–2010 Recruitment Events |Sponsored by Diversity and Multicultural Affairs for Prospective
Undergraduate Students, Parents, School Counselors | Please call 919-843-6086 for more information.

August 2009

21-24 | Pre-Orientation

September 2009

18-19 | Hispanic Student Recruitment Weekend

26 | High School Honors Day I

October 2009

9 | UNC Scholars Day

16-17 | American Indian Senior Day & Recruitment Weekend

22-23 | Tar Heel Target

November 2009

21 | High School Honors Day II

January 2010

30 | Carolina Pathways (for 7th & 8th graders)

February 2010

17 | Decision Day I (for first deadline admitted students)

22-24 | Minority Student Phone-a-thon

March 2010

19 | Annual Carolina Indian Circle Banquet

20 | Native American Visitation

20 | Annual Carolina Indian Circle PowWow

26 | Decision Day II (for first deadline admitted students)

April 2010


                                                                                                  57
5-7 | Minority Student Phone-a-thon

10 | Hispanic Student Visitation/Dia de Bienvenida

10 | CHispA Noche Latina

24 | Horizons Male Initiative

May 2010

12-15 | North Carolina Renaissance

20-22 | Project Uplift (week 1)

27-29 | Project Uplift (week 2)

June 2010

3-5 | Project Uplift (week 3)

10-12 | Project Uplift (week 4)

Campus Events | UNC-CH events for members of the larger University community, including students,
staff, faculty and community members.

The academic plan can be found at http://provost.unc.edu/academicplan/academicplan and
specifically addresses diversity in “Priority D. Increase diversity among faculty, student, and staff.”

Demographics:

Size:

        Total undergrads: 17,895

        First-time degree-seeking freshmen: 3865

        Degree-seeking undergrads: 17,422

        Graduate enrollment: 8275

Student body:

        1% American Indian/Alaskan Native

        8% Asian/Pacific Islander

        11% Black/Non-Hispanic


                                                                                                          58
6% Hispanic

68% White/Non-Hispanic

1% Non-Resident Alien

5% Race/ethnicity unreported




                               59
                                          University of Notre Dame

Office of Institutional Equity

The mission of the Office of Institutional Equity is to ensure that the University of Notre Dame does not
discriminate on the basis of race/ethnicity, color, national origin, sex, disability, veteran status, or age in
the administration of any of its educational programs, admissions policies, scholarship and loan
programs, athletic and other school-administered programs or in employment. We support the
University's efforts to comply with both the letter and spirit of laws regarding equal opportunity and
affirmative action. We strive to develop a diverse community by welcoming and recruiting others who
bring a multitude of talents and backgrounds to the University.

To fulfill this mission, the Office of Institutional Equity offers:

              Information, consultation, and resources for the Notre Dame community with regard to
              diversity, harassment and discrimination prevention, affirmative action, and equal
              opportunity matters;

              A mechanism for addressing complaints of harassment and discrimination;

              Oversight of and support for the University's compliance efforts in the areas of equal
              opportunity and affirmative action.

Staff:

         Director
         Assistant Director
         Institutional Equity Analyst
         Administrative Assistant



The Spirit of Inclusion at Notre Dame


The University of Notre Dame strives for a spirit of inclusion among the members of this community for
distinct reasons articulated in our Christian tradition. We prize the uniqueness of all persons as God’s
creatures. We welcome all people, regardless of color, gender, religion, ethnicity, sexual orientation,
social or economic class, and nationality, for example, precisely because of Christ’s calling to treat others
as we desire to be treated. We value gay and lesbian members of this community as we value all

                                                                                                             60
members of this community. We condemn harassment of any kind, and University policies proscribe it.
We consciously create an environment of mutual respect, hospitality and warmth in which none are
strangers and all may flourish.


One of the essential tests of social justice within any Christian community is its abiding spirit of inclusion.
Scriptural accounts of Jesus provide a constant witness of this inclusiveness. Jesus sought out and
welcomed all people into the Kingdom of God—the gentile as well as the Jew, women as well as men,
the poor as the wealthy, the slave as well as the free, the infirm as well as the healthy. The social
teachings of the Catholic Church promote a society founded on justice and love, in which all persons
possess inherent dignity as children of God. The individual and collective experiences of Christians have
also provided strong warrants for the inclusion of all persons of good will in their communal living.
Christians have found their life together enriched by the different qualities of their many members, and
they have sought to increase this richness by welcoming others who bring additional gifts, talents and
backgrounds to the community.


The spirit of inclusion at Notre Dame flows from out character as a community of scholarship, teaching,
learning and service founded upon Jesus Christ. As the Word through whom all things were made, Christ
is the source of the order of all creation and of moral law which is written in our hearts. As the incarnate
Word, Christ taught the law of love of God and sent the Holy Spirit that we might live lives of love and
receive the gift of eternal life. For Notre Dame, Christ is the law by which all other laws are to be judged.
As a Catholic institution of higher learning, in the governance of our common life we look to the
teaching of Christ, which is proclaimed in Sacred Scripture and tradition, authoritatively interpreted by
Church teaching, articulated in normative understandings of the human person, and continually
deepened by the wisdom born of inquiry and experience. The rich heritage of the Catholic faith informs
and transforms our search for truth and our understanding of contemporary challenges in higher
education.


This statement was adopted by the Officers of the University on August 27, 1997, in conjunction with
the following open letter to the Notre Dame Community:




An Open Letter to the Notre Dame Community


The officers of the University have been asked to modify the University’s nondiscrimination clause to

                                                                                                            61
include sexual orientation. In spring 1996 the Ad hoc Committee on Gay and Lesbian Student Needs
recommended that the officers consider this issue. The Faculty Senate and the Student Senate passed
resolutions during the 1996-97 academic year supporting this change. In addition, the College
Democrats, a student organization, submitted a petition signed by many students in favor of this change.
During the 1996-97 academic year and this past summer, the officers of the University studied this
issue—first, in a subcommittee I appointed, and then in the Officers’ Group as a whole.


The officers began their discussions by reflecting on the teachings of the Catholic Church relating to gay
and lesbian persons. The church distinguishes between homosexuality as an orientation and sexual
activity between homosexual persons. The church teaches that homosexual orientation in a person is
neither sinful nor evil. The call of the gospels is a call to inclusiveness—to a recognition of the dignity
inherent in each person that flows from our creation in the image and likeness of a loving God, who
brings us together as brothers and sisters through Jesus Christ on a common journey back to the God
who created us.


The Church also teaches that all people, regardless of their sexual orientation, are called to live chaste
lives in accordance with their vocations as single people, married couples, priests or religious.
Specifically, the Church asks all people to reserve sexual union to the covenanted and consecrated union
of a man and woman in marriage. Neither heterosexual union outside the permanent bond of marriage
nor homosexual union is morally acceptable.


The University has tried to speak with an authentic voice on both of these dimensions of Church
teaching—on homosexual orientation and on sexual union. In a number of different settings in recent
years, we have stated publicly that we prize the gay and lesbian members of this community as children
of God, entitled to the same respect as all other members of this community. Moreover, we deplore
harassment of any kind as antithetical to the nature of this community as a Christian community. Our
discriminatory harassment policy specifically precludes harassment based on sexual orientation. At the
same time and with an equally strong voice, we strive to set policy and make operating decisions—
perhaps most notably in the area of student life—in a manner that supports the teaching of the Church
calling all people, regardless of their sexual orientation, to reserve sexual union to those who are
married.


In all of our actions we have been guided by gospel values that we regard as normative for this
community. We have premised our decisions and framed our statements on issues relating to the gay


                                                                                                              62
and lesbian members of this community on the language of Church teaching. Indeed, we believe that
some of the deepest aspirations of this community flow from the law of Christ and not necessarily from
civil law.


The University exists, however, within a social and cultural milieu that does not always accept gospel
values as normative. Moreover, society at large uses language in ways that mean different things to
different people. With respect to this issue, for example, American society does not always use the
phrase “sexual orientation” to mean only orientation. Many people use this single phrase in a manner
that entangles what we regard as two distinct concepts—homosexual persons and homosexual conduct.
Within society at large, the phrase “sexual orientation” sometimes becomes a term that does not admit
of distinction between sexual orientation and the manner in which people live out their sexual
orientation—a distinction that is critical to us as a Catholic institution.


We have been asked to change our nondiscrimination clause to add sexual orientation as a protected
category. Institutional nondiscriminating clauses are highly stylized statements which are legally binding.
Neither federal nor state law mandates that sexual orientation be included in nondiscrimination clauses.
Thus, like a number of other institutions, our clause does not currently include sexual orientation.


After considerable reflection, we have decided not to add sexual orientation to our legal
nondiscrimination clause. To make the change requested would mean that our decisions in this area
would be measured by civil courts that may interpret this change through the lens of the broader social
milieu in which we live. This, in turn, might jeopardize our ability to make decisions that we believe
necessary to support Church teaching. We wish to continue to speak to this issue in the Catholic content
that is normative for this community.


Civil law does not constitute the exclusive basis for commitments made within this community. As
mentioned above, we regard some of our deepest aspirations as flowing from our call to live the
message of the gospels. We choose not to change our legal nondiscrimination clause, but we call
ourselves to act in accordance with what we regard as a higher standard—Christ’s call to inclusiveness,
coupled with the gospels’ call to live chaste lives. In some senses both of these messages are counter-
cultural. It is this dual call that is so deeply rooted in our religious tradition to which we commit
ourselves.


We speak in a variety of settings—most notably, in our student life policies—to our affirmation of


                                                                                                          63
Church teaching with respect to sexual conduct. As a way of underscoring our equally strong
commitment to the Church’s teaching on the dignity inherent in every person as a child of God, we will
publish the above statement, The Spirit of Inclusion at Notre Dame, in all University publications.

The university’s strategic plan can be found at http://www.nd.edu/~stratgic/final/index.shtml and
contains a section, “D. Diversity”.

Demographics:

Size:

        Total undergrads: 8363

        First-time degree-seeking freshmen: 2000

        Degree-seeking undergrads: 8354

        Graduate enrollment: 2779

Student body:

        1% American Indian/Alaskan Native

        7% Asian/Pacific Islander

        3% Black/Non-Hispanic

        9% Hispanic

        77% White/Non-Hispanic

        3% Non-Resident Alien




                                                                                                      64
                                        University of Richmond

Richmond does not have a specific office or initiative regarding diversity; however, it does address
diversity and inclusion in its strategic plan.


Principle II: Diversity & Inclusivity


Principle II: The University of Richmond will be a diverse and inclusive community, strengthened
intellectually and socially by the range of knowledge, opinion, belief, and political perspective and
background of its members, whether of race, ethnicity, gender, sexual orientation, ability status, age,
religious, economic, or geographic origin. Students will therefore be prepared to contribute to a
diverse and global society.

The University of Richmond is faced with significant challenges to create a truly diverse and inclusive
learning environment. While focused efforts have been underway since 2003 through the Common
Ground initiative, much remains to be accomplished. The following goals and action steps can lead to
results that will benefit the entire university community.


Goal 1: Ensure an open and inclusive campus environment that welcomes and benefits from people of
diverse backgrounds, encourages the exchange of ideas from diverse perspectives, promotes social and
academic interaction among people from a broad range of backgrounds, promises full access to places
and programs, and opposes intolerance and educates against exclusion, so as to prepare students to
function effectively in a diverse community.

  Action Steps:

     II. 1. (i). Provide targeted funding to expand and market multicultural social events, create more
     physical spaces that encourage informal interactions, and support initiatives that promote
     inclusivity.
     II.1. (ii). Conduct an independent review of the university’s accessibility (both physical and
     programmatic) for persons with disabilities and implement needed changes.
     II. 1. (iii). Assess cost/benefit of establishing cultural advisor positions in the residence halls, the
     Law School, and the School of Continuing Studies.
     II.1. (iv) Recognize staff and faculty who promote diversity and inclusivity in their professional
     activities through University compensation and reward systems.
     II. 1. (v). Provide a confidential point of contact for students, faculty, and staff to express concerns
     and to help ensure that their concerns are addressed appropriately.


Goal 2: Recruit and retain faculty, staff, and senior management with a substantially increased
proportion of underrepresented minorities, so as to attain the critical mass needed for a diverse
community.

  Action Steps:

                                                                                                           65
        II. 2. (i). Establish a policy and employ a full range of methods (including opportunity funds as
        appropriate) for hiring a diverse workforce at all levels.
        II. 2. (ii). Evaluate vice presidents, deans, chairs, and staff supervisors on their efforts and results in
        building diverse workforces.
        II. 2. (iv). Establish community-building opportunities for new hires with new hires at other area
        colleges and universities, including partner hire programs.
        II. 2. (v). Provide incentives for faculty to develop courses and non-credit programs that enhance
        learning about non-majority groups and cultures.


Goal 3: Recruit, retain, and graduate a student body with a substantially increased proportion of
currently underrepresented minorities, so as to strengthen the learning environment and to expand the
university’s reach.

  Action Steps:

        II. 3. (i). Establish a summer ”signature” conference for talented, underrepresented minority rising
        sophomore and junior high school students.
        II. 3. (ii). Train students and alumni to serve as “Admission Partners,” assisting in the recruitment
        and yield of prospective underrepresented minority students through on-and-off-campus
        programs.

The strategic plan can be found at http://provost.richmond.edu/faculty-resources/fac-meetings/pdf/12-
11-08/Strategic_Plan_FINAL.pdf and specifically addresses diversity in “Principle II”.

Demographics:

Size:

          Total undergrads: 2795

          First-time degree-seeking freshmen: 738

          Degree-seeking undergrads: 2689

          Graduate enrollment: 168

Student Body:

          <1% American Indian/Native Alaskan

          3% Asian/Pacific Islander

          5% Black/Non-Hispanic

          4% Hispanic

          65% White/Non-Hispanic


                                                                                                                 66
7% Non-Resident Alien

16% Race/ethnicity unreported




                                67
                                          University of Virginia

The Office of the Vice President and Chief Officer for Diversity and Equity assists and monitors all units
of the University in their efforts to recruit and retain faculty, staff and students from historically
underrepresented groups and to prove affirmative and supportive environments for work and life at the
University of Virginia.

We commit ourselves to a vision of leadership in diversity and equity, not out of a reluctant sense of
obligation but because only by enriching ourselves and embracing diversity can we become the leading
institution we aspire to be.

The Office for Diversity and Equity (ODE) provides leadership, information, consultation, coordination,
and assistance to the various units and constituencies within the University of Virginia in an effort to
embrace diversity and equity as pillars of excellence, synergize actions at all levels of the institution, and
cultivate inclusiveness and mutual respect throughout the community. We also reach beyond the
University to establish beneficial relationships with individual and institutional partners who share
mutual goals and interests.

At the University of Virginia, we envision a community of understanding, tolerance and respect.

Staff:

         Interim Vice President and Chief Officer for Diversity and Equity
         Research Associate
         Executive Assistant to the Vice President and Chief Officer for Diversity and Equity
         Program Director for Virginia/North Carolina Alliance for Minority Participation
         Administrative Assistant
         Office Manager and Grants Administrator

Resources

         Asian/Asian Pacific American Programs
         Carter G. Woodson Institute for African-American and African Studies
         Graduate Diversity Programs
         Hispanic/Latino Programs
         International Studies Office
         Lesbian Gay Bisexual Transgender Resource Center
         Office of African-American Affairs
         Studies in Women and Gender
         Supplier Diversity
         Virginia/North Carolina Alliance for Minority Participation
         Virginia-Nebraska Alliance
         Women Center



                                                                                                           68
The university’s strategic plan is found at http://artsandsciences.virginia.edu/strategicplan/ and
specifically addresses diversity in “Highlighting Diversity in the Curriculum”.

Demographics:

Size:

        Total undergrads: 15,208

        First-time degree-seeking freshmen: 3256

        Degree-seeking undergrads: 13,869

        Graduate enrollment: 7608

Student Body:

        <1% American Indian/Alaskan Native

        11% Asian/Pacific Islander

        8% Black/Non-Hispanic

        4% Hispanic

        62% White/Non-Hispanic

        6% Non-Resident Alien

        9% Race/ethnicity unreported




                                                                                                     69
                                         Vanderbilt University

The Office of Leadership Development & Intercultural Affairs

The Office of Leadership Development and Intercultural Affairs (LDIA) was founded in spring 2006 when
two separate offices combined to better serve the Vanderbilt community. It is a core belief of the office
that strong future leaders are culturally and civically proficient in a world that is becoming increasingly
inclusive.

LDIA strives to stimulate collaboration between the various divisions that comprise one of America’s top
universities. Located in the Community Partnership House on central campus, LDIA provides resources,
advocacy, and programs to develop students as global leaders in a diverse society. The programs offered
are nationally recognized as one of the TOP 100 Leadership Development programs in America.

Staff:

         Director
         Assistant Director
         Program Coordinator
         Administrative Assistant
         Graduate Assistant (2)

Programs




The Office of Leadership Development and Intercultural Affairs offers a wide range of programs for first-
year students through rising seniors seeking to hone their leadership skills and explore issues relating to
diversity and social change. It is important to empower students through creating opportunities for
engagement and leadership. Many university faculty, staff, alumni, and Nashville area professionals
collaborate with our office to provide students with real-world experiences, perspectives, and insights
that complement the classroom experience.

Collegiate Leadership Vanderbilt : Collegiate Leadership Vanderbilt, or CLV, allows up to 40 students to
meet once a month with campus, local, and state leaders in various capacities. At the end of the year
long program, students travel to meet with alumni and explore a leadership topic based upon the city
they visit.

Leadership Hall: Leadership Hall is one of Vanderbilt’s premier living and learning environment.
Leadership Hall is designed to help students after their first-year experience identify, develop, and
practice personal leadership styles while living and working together within a residence hall. Students
who participate in this program will examine their own leadership abilities based on academic and
human development theory.

The PREP Program : PREP represents Preparation for Leadership and Service in a Diverse Society. The
PREP program is a collaboration between the Office of Active Citizenship and Service and LDIA. This

                                                                                                          70
program is an integration of leadership, social justice, and diversity training through experiential
learning. Service internships and mentoring are key components of this program.

North Star Leadership Series: The North Star Leadership Series allows Vanderbilt students to discover
the opportunities and challenges of leading diverse groups in this millennium. Throughout the year, LDIA
will present a variety of events that will challenge student’s notions of culture and humanity.

Collegiate Leadership Summit : the purpose of CLS is to bring students from across Tennessee together
to learn about leadership. This annual event is planned by administrators from Vanderbilt, Austin Peay,
MTSU, TSU, Motlow State and Volunteer State.

Magnolia Awards : The Magnolia Awards recognize student efforts in the campus community. Awards
are chosen from either applicant pools or nominations; check the descriptions of each award to find the
right one for you.

Leadership in the Professions : LIP is an annual event held in collaboration with one of Vanderbilt’s
professional schools. Students meet with faculty, staff, administrators, and professionals to learn about
their careers and the leadership skills needed for their specific occupations. Administrators will also
provide tips for admissions and answer questions concerning the process.

Ignite : During the first week of classes each academic year, LDIA holds Ignite, its annual Welcome Back
cookout for students, in collaboration with Community Vanderbilt and the Office of Active Citizenship &
Service. This event is traditionally held on the back patio and lawn of the Community Partnership House.

OneVU : OneVU is a joint effort between LDIA and the Jean & Alexander Heard Library in presenting a
series of events to highlight the multidimensional talents of the Vanderbilt community.

The strategic academic plan for the College of Arts and Science can be found at
http://www.vanderbilt.edu/AnS/strategic/oldhome.htm and addresses diversity in “SAPCAS
Premises”.

Demographics:

Size:

        Total undergrads: 6637

        First-time degree-seeking freshmen: 1569

        Degree-seeking undergrads: 6598

        Graduate enrollment: 4194

Student body:

        1% American Indian/Alaskan Native

        8% Asian/Pacific Islander

                                                                                                       71
7% Black/Non-Hispanic

6% Hispanic

53% White/Non-Hispanic

5% Non-Resident Alien

21% Race/ethnicity unreported




                                72
                                      Washington University at St. Louis

Office of the Provost

Provost's Message on Diversity

Diversity is essential for an excellent University. Competition among the best universities for the best

faculty, staff, and students will only be possible with an unwavering commitment to a campus that

values difference and is diverse. Improving the environment for all members of the University

community, with a special focus on the climate for women and members of underrepresented groups, is

critically important to Washington University. We welcome difference on this campus, in the form of

gender, race, ethnicity, geography, socioeconomic status, age, politics, philosophy, disability, and sexual

orientation.


Chancellor Wrighton asked me to develop and implement a plan to strengthen the diversity of our

University community. Since I assumed the role of Provost in January, this has been, and will continue to

be, one of my highest priorities. Next week, I will report to the Board of Trustees during their spring

planning meeting on issues of diversity. Concern for this issue is truly University-wide.


During the past two months, I have sought input from several existing committees as well as a number

of individuals who have been thinking seriously about diversity on both the Danforth and Medical

campuses. I am impressed with the commitment that exists to this issue and thankful for the honest and

open dialogue which has resulted. These meetings, as well as my visits last semester to several

universities, have helped to confirm in my mind that Washington University has a real opportunity for

progress and leadership in this area. Success will depend on mutually supportive actions by the

administration, faculty, and staff.


In trying to brainstorm an action plan based on recommendations from seven different University

committees, one fact is clear: different groups wrestle with different aspects of the problem and

advocate different approaches. It is also clear to me that many people are frustrated about our response

to this issue. As a result, I have decided that making swift and real progress in the area of diversity is too

important an issue to delegate at this point. As Provost, I will dedicate a significant portion of my own

                                                                                                            73
time to this effort. I will appoint a small, executive work group that will meet with me regularly. This

group will help me create a plan with a timeline to aggressively move forward with the following:


Faculty Diversity Goals

 1. Increase the proportion of women and underrepresented faculty at all ranks through hiring,

     retention and promotion.

 2. Increase the number of women and underrepresented faculty in leadership positions at WU.

 3. Ensure that we continue to pay all faculty equitably. The Provost will work closely with the Senate

     Council to evaluate faculty pay equity on a regular basis.

 4. Foster an intellectual and administrative climate where all faculty have opportunities to contribute

     to the direction of the University.

Specific initiatives


In addition to forming the executive work group, I plan to regularly update University leaders on

progress and enlist their help and support in this effort. In particular, I will work with individual school

deans to devise plans to:


   Develop initiatives to promote faculty leadership, with an express purpose of involving women and

   minorities more deeply in University life.

   Recognize women and underrepresented faculty through endowed chairs and internal awards.

   Establish ombudspersons for both the Danforth and Medical Campuses who will provide confidential,

   independent, nonpolitical, and knowledgeable counsel and advocacy for faculty members.

   Ensure accepted search procedures are followed, particularly those that encourage diversity as an

   important criterion in searches. This will include supporting annual workshops for search committees.

   Develop target of opportunity recruitment policies (where they do not exist).

   Collect and report data on the representation of women and underrepresented groups in the

   applicant pools, finalist pools and offers made for all faculty searches.

   Strengthen faculty retention through mentoring and other processes.


                                                                                                               74
   Initiate third party exit interviews for faculty who leave Washington University.

   Create standards for accountability to evaluate progress within schools, departments or divisions.


Faculty diversity benchmarks


Washington University's own faculty diversity data will be benchmarked by school (and within Arts &

Sciences, by division) against the proportion of women and underrepresented faculty members at peer

private research universities. We will monitor our progress at regular intervals with the goal to be a

leader among our peer group.


Funding


Financial resources to advance diversity issues will be made available through the Provost's Office.

Presently, a total of $1M is available to enhance the strategic hiring of underrepresented faculty in the

Danforth schools, to supplement work by the Coordinating Council on Diversity Initiatives, and to

programming including ideas suggested by the now-disbanded Advisory Committee of Women Faculty.

The Medical School has a separate fund for recruitment and retention of underrepresented faculty.


Reporting


In order to encourage transparency and ownership of this issue we will provide data to the Educational

Policy committee of the Board of Trustees, to the Faculty Senate, and to the entire University

community. These data will include numbers of women and underrepresented faculty at Washington

University as well as among our peer institutions. In addition, a presence on the Provost Office website

will be dedicated to diversity and related initiatives.


Coordination


Outlined above are actions that largely focus on faculty diversity. However, the Washington University

plan must be an interdependent effort. I look forward to working together with other administrators

and faculty on this important opportunity. I will coordinate efforts with Special Assistant to the


                                                                                                         75
Chancellor Leah Merrifield and with Vice Chancellor Ann Prenatt on staff issues, along with Associate

Vice Chancellor Jill Carnaghi, Vice Chancellor Jim McLeod, Dean of the Graduate School Richard Smith,

and others on student issues.


Conclusion


This plan is just a beginning. I look forward to regular meetings with the work group to further develop

real and measurable actions that will result in progress for the goals mentioned above. I will report back

to the University community regularly and have established a website, provost.wustl.edu to post

updates. Washington University should be known as a place that strongly supports diversity of all kinds

and is dedicated to developing innovative ways to improve the environment for all members of our

community.


Staff:

         Provost
         Assistant Provost – Analysis
         Assistant Provost – Institutional Initiatives
         Senior Executive Assistant to the Provost and the Executive Vice Chancellor for Academic Affairs
         Executive Receptionist


Washington University Resources

Distinguished Visiting Scholars Program
The Distinguished Visiting Scholars Program was established in Fall 1998 as part of Washington
University's efforts to increase the representation of underrepresented faculty (African-American,
Hispanic, and American Indian) on campus.

Division of Biology and Biomedical Sciences Diversity
For nearly 30 years, the Division of Biology and Biomedical Sciences has been a leader and innovator in
the training of research scientists. The expertise of our world-renowned faculty, our commitment to a
collaborative environment and an interdisciplinary approach to training allow us to offer programs of
exceptional quality leading to the PhD and MD/PhD degrees. Our graduates have become leaders in
science education, medicine and industry.

Division of Biology and Biomedical Sciences Research Apprenticeship Program Biomed RAP
BioMed RAP is a 10-week summer research program for exceptional students interested in pursuing
biomedical research careers.



                                                                                                        76
Graduate and Professional Student Organizations

Health Sciences Outreach
The Health Science Outreach program provides information about the many outstanding programs for a
variety of communities.

Medical School Office of Diversity Programs (ODP)
The ODP promotes the concepts and benefits of pluralism throughout the medical center and will strive
to recruit, develop and retain talented students and faculty from underrepresented groups.

Multicultural Student Groups - Undergraduate Students

Multicultural Student Groups - Professional and Graduate Students

Supplier Diversity Initiative
The Office of Supplier Diversity assists the university in sustaining diverse businesses and creating viable
new diverse businesses in the St. Louis community, and increasing diversity representation in the
workplace.


Washington University Diversity-Related Scholarships

Annika Rodriguez Scholars Program
Washington University’s Annika Rodriguez Scholars Program recognizes students of exceptional merit
who demonstrate academic and leadership achievements, along with the passion for service exemplified
by Annika Rodriguez.

Chancellor's Graduate Fellowship Program
The Chancellor's Graduate Fellowship Program was established in 1991 for the purpose of providing
strong encouragement as well as generous financial support to outstanding, diverse students interested
in careers as college or university professors.

Enterprise Rent-A-Car Scholars Program
The Enterprise Rent-A-Car Scholars Program was established at Washington University thanks to a
generous donation from Enterprise Rent-A-Car Company. The Enterprise Scholars Program makes it
possible for a minimum of 30 to 40 deserving students each year to have an exceptional educational
experience at Washington University.

John B. Ervin Scholars Program
Students who apply to any undergraduate division of Washington University may apply for the John B.
Ervin Scholars Program. This nationally pre-eminent program is intended to foster a richly diverse
educational atmosphere on campus and to enhance the overall quality and diversity of the Washington
University student body.

The university strategic plan can be found at http://theplan.artsci.wustl.edu/framework.

Demographics:


                                                                                                          77
Size:

        Total undergrads: 6985

        First-time degree-seeking freshmen: 1426

        Degree-seeking undergrads: 6339

        Graduate enrollment: 5051

Student body:

        <1% American Indian/Alaskan Native

        13% Asian/Pacific Islander

        10% Black/Non-Hispanic

        3% Hispanic

        58% White/Non-Hispanic

        6% Non-Resident Alien

        11% Race/ethnicity unreported




                                                   78

				
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